# Mathematics / Year 4 / Number

Version 9
Curriculum content descriptions

use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation (AC9M4N08)

Elaborations
• modelling and solving a range of practical additive problems using materials, part-part-whole diagrams and/or a bar model, and writing addition and/or subtraction number sentences, based on whether a part or the whole is missing; explaining how each number in their number sentence is connected to the situation
• modelling practical problems with division, interpreting and representing the situation using a diagram or array to represent what is unknown (the number of groups, or the number per group); writing a division number sentence to represent the situation and choosing an efficient calculation strategy
• modelling practical problems involving money, such as a budget for a large event, as requiring either addition, subtraction, multiplication or division and justifying the choice of operation in relation to the situation
• modelling and solving multiplication problems involving money, such as buying $$5$$ toy scooters for $$\96$$ each, using efficient mental strategies and written jottings to keep track if needed; for example, rounding $$\96$$ up to $$\100$$ and subtracting $$5 \times\4 = \20$$, so $$5 \times\96$$ is the same as $$5\times\100$$ less $$\20$$, giving the answer $$\500 \space–\space \20 = \480$$
• modelling situations by formulating comparison problems using number sentences, comparison models and arrays; for example, “Ariana read $$16$$ books for the readathon; Maryam read $$4$$ times as many books. How many books did Maryam read?” using the expression $$4 \times 16$$ and using place value partitioning, basic facts and an array, thinking $$4 \times 10 = 40$$ and $$4 \times 6 = 24$$, so $$4 \times 16$$ can be written as $$40 + 24 = 64$$
General capabilities
• Critical and creative thinking Critical and Creative Thinking
• Numeracy Numeracy
ScOT terms

Multiplication,  Finance,  Modelling (Mathematical),  Problem solving

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